Oklahoma Statutes Citationized
Title 70. Schools
Chapter 22 - Testing and Assessment
Strong Readers Act
Section 1210.508D - Base Literacy Allocation - Supplemental Funding - Incentives - Rules
Cite as: 70 O.S. § 1210.508D (OSCN 2026), Strong Readers Act
A. Contingent on the provision of appropriated funds designated for the Strong Readers Act, each school district shall receive a base literacy allocation calculated on a per-student basis for each student enrolled in kindergarten and grades one through three, as reported in the October 1 enrollment counts of the current school year.
The base literacy allocation shall support the prevention of reading deficiencies and the implementation of strong core literacy instruction within Tier 1 of a multi-tiered system of supports (MTSS) framework, including, but not limited to:
1. Evidence-based core literacy instruction and instructional materials aligned with the science of reading;
2. Universal screening and diagnostic assessment necessary to identify students at risk for reading deficiencies;
3. Progress monitoring and data use to inform instructional decisions;
4. Family literacy resources and engagement activities aligned with classroom instruction; and
5. Professional development and instructional coaching necessary to implement the district strong readers plan.
The State Board of Education shall allocate not less than forty percent (40%) of funds appropriated for purposes of this section to support the base literacy allocation described in this subsection.
B. 1. In addition to the base literacy allocation provided pursuant to subsection A of this section, school districts shall receive supplemental weighted funding for students identified through screening and progress-monitoring data as requiring additional reading intervention services within a multi-tiered system of supports (MTSS) framework.
2. Supplemental weighted funding shall support intervention services beyond Tier 1 core instruction and shall be distributed according to the following categories:
a. Tier 2 – Supplemental Intervention Weight: Students identified as requiring targeted reading intervention beyond core instruction shall generate supplemental funding to support additional instructional time, reduced group size, and evidence-based intervention, and
b. Tier 3 – Intensive Intervention Weight: Students identified as demonstrating a significant reading deficiency requiring intensive, individualized, or highly targeted intervention shall generate supplemental funding reflecting the increased instructional intensity required at this level.
3. Supplemental funding received pursuant to this subsection shall be used exclusively for intervention services beyond Tier 1 core instruction, including:
a. additional instructional time devoted to reading intervention,
b. reduced instructional group sizes necessary to deliver intensive instruction,
c. specialized instructional materials and intervention programs aligned with the science of reading,
d. compensation for educators delivering intervention services, and
e. professional development necessary to ensure educators providing intervention services have extensive training in the science of reading.
4. The State Board of Education shall allocate not less than thirty percent (30%) of funds appropriated for purposes of this section to support supplemental weighted intervention funding described in this subsection and shall promulgate rules establishing the methodology for calculating weights, documentation requirements, and procedures for verifying intervention participation.
5. Students shall be counted for purposes of supplemental weighted funding pursuant to this subsection only when the school district has documented and electronically reported to the State Department of Education that the student is receiving intervention services consistent with the level of instructional intensity required at the applicable tier.
6. School districts shall maintain documentation demonstrating:
a. identification of the student through an approved universal screening assessment and supporting diagnostic or progress-monitoring data,
b. implementation of an intervention plan specifying the instructional approach, frequency, duration, and group size of intervention services, and
c. ongoing progress monitoring used to determine the effectiveness of the intervention and inform instructional adjustments.
7. Students shall not generate supplemental weighted funding unless intervention services are provided beyond Tier 1 core instruction. The State Department of Education may review intervention documentation and program implementation to verify eligibility for supplemental weighted funding distributed pursuant to this section.
8. The State Board of Education shall promulgate rules establishing reasonable expectations for the proportion of students receiving supplemental and intensive intervention services within a multi-tiered system of supports framework.
9. When the reported percentage of students receiving Tier 2 or Tier 3 intervention services significantly exceeds expected ranges, the State Department of Education may require additional documentation or provide technical assistance to ensure intervention services are implemented with the instructional intensity required at each tier.
C. 1. In order to encourage continuous improvement in student reading outcomes and to support the sustainability of effective intervention services, a portion of funds appropriated pursuant to this section shall be used to provide incentives to school districts demonstrating measurable improvement in student reading performance.
2. Incentive funding may include recognition of:
a. students who demonstrate sufficient progress to exit Tier 3 intensive intervention,
b. students who demonstrate sufficient progress to exit Tier 2 supplemental intervention, and
c. schools or districts demonstrating measurable reductions in the number or percentage of students requiring supplemental or intensive intervention.
3. The State Board of Education shall allocate up to thirty percent (30%) of funds appropriated for purposes of this section for literacy improvement incentives and shall promulgate rules establishing criteria for determining eligibility for such incentives.
Historical Data
Laws 1998, HB 2878, c. 332, § 2, emerg. eff. July 1, 1998; Amended by Laws 1999, HB 1365, c. 304, § 1, emerg. eff. July 1, 1999 (superseded document available); Amended by Laws 2000, HB 2000, c. 289, § 4, emerg. eff. July 1, 2000 (superseded document available); Amended by Laws 2005, HB 1020, c. 242, § 21, emerg. eff. July 1, 2005 (superseded document available); Amended by Laws 2008, SB 1769, c. 387, § 1, emerg. eff. July 1, 2008 (superseded document available); Amended by Laws 2011, SB 346, c. 171, § 2 (superseded document available); Amended by Laws 2012, HB 2516, c. 171, § 2, emerg. eff. July 1, 2012 (superseded document available); Amended by Laws 2021, HB 2749, c. 336, § 1 (superseded document available); Amended by Laws 2024, SB 362, c. 411, § 6, emerg. eff. July 1, 2024 (superseded document available); Amended by Laws 2026, SB 1778, c. 34, § 5, emerg. eff. April 21, 2026 (superseded document available).
Citationizer® Summary of Documents Citing This Document| Cite | Name | Level | |
|---|---|---|---|
| Title 70. Schools | |||
| Cite | Name | Level | |
| 70 O.S. 1210.508C, | Assessments for Reading Skills | Cited | |